Duplin County Schools Federal Programs

Post Office Box 128

Kenansville, North Carolina 28349

Cary M. Powers, Assistant Superintendent for Federal Programs and OperationsPat Miller, Administrative Assistant – Federal Programs

TO:Principal – RHM

FROM:Cary M. Powers

SUBJECT:2013 – 2014 Title I (PLANNING) Allotments

DATE:

Cc:Dr. Austin Obasohan

Mrs. Rachel Manning

Below you will find your tentative allotments for Title I (Title I and Parent Involvement). These allotments are for the 2013 – 2014 school year. Please expend these funds wisely. As you know, federal funds have been cut next year due to sequestration. This will affect your allotment. Your allotment will also be affected by any changes in the number of students identified as economically disadvantaged. As you are developing your expenditure plan, please make sure that it supports your identified needs in your overall school improvement plan as well as the district strategic plan. Also, utilize the Uniform Chart of Accounts to assist you in planning. At the bottom of your budget sheet please list staff members who hold or will hold positions with Title I funding. If the position is vacant please indicate that as well.

Attached you will find the Title I Plan template that is found in your School Improvement Plan. Please complete this template and return it to me by Monday, July 1, 2013.

Title I School-wide Compliance Review and Plan
A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful school-wide program. The goals and strategies you've already developed may fulfill many of these requirements.
School-wide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal
1
Balanced Literacy Training and Implementation / Priority Goal 2
Sheltered Instruction Observation Protocol / Priority Goal 3
Technology / Priority Goal 4
Response to Instruction Model / Priority Goal 5
Math Professional Development and Materials for Instruction
Strategy 1 / * Professional Development in Readers’ and Writers’ Workshop (includes common instructional framework strategies)
-At times, substitutes will be required. / * Professional development in S.I.O.P / *Professional development in using technology to maximize students’ development in critical thinking and problem solving skills
-Continue to provide professional development
for digital resources such as: NCWISE Owl, Waterford, SuccessMaker, Discovery Education and
other purchased digital content
-Provide professional development for teachers
and media coordinators on new
standards and new performance
appraisal instrument / *Provide professional development in the RTI Model / Professional Development and instructional supplies
Strategy 2 / *Professional Development in analyzing student data in order to
provide individualized and small group instruction / *Access to Digital Teaching
and Learning Resources, Including Digital
Textbooks
-Purchase digital content, including ebooks from FolletShelf
- Purchase technological equipment / *Purchase instructional material and tutors needed to intervene with Tier 1-3 students / Substitutes needed for teacher involved in professional development during the instructional day.
Strategy 3 / *Increase book selection in classroom libraries, media center, and teacher book room / * / Hire an instructional assistant in order to provide small group instruction to struggling students. / Hire interventionist/tutors to provide instruction for students in Tier 2-4
Our school is addressing the need for school-wide reform in the following ways, in addition to our focus on the priority goals listed in this plan:
Balanced Literacy is structured to provide many reading opportunities withinthe instructional day. All components of balanced literacy require thinking, analyzing, evaluating, applying, communicating, and reading. Students work with partners, small groups and independently. Students talk about reading and write about reading several times each day. The writing is authentic and a way for students to gain understanding as well as develop new ideas. Balanced Literacy promotes learning and applying, so students will internalize and retain what is taught and experienced.Rose Hill-Magnolia has implemented the following balanced literacy components: Read Aloud, Shared Reading, Readers’ and Writers’ Workshop, and Word Work. Our master scheduled provides a 100 minute uninterrupted literacy block, and remediation and enrichment times to meet the academic needs of all students. The master schedule and classroom rosters are arranged to maximize inclusion opportunities among students and ESL/AIG teachers.
Instruction by highly qualified teachers:
h poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a school-wide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Highly Qualified Teachers / Priority Goal 2 / Priority Goal 3 / Priority Goal 4 / Priority Goal 5
Strategy 1 / *All teachers and instructional paraprofessionals must be highly qualified to be eligible for a teaching job / * / *
Strategy 2 / *Recruitment and Supplement bonus / * / *
Strategy 3 / * / * / *
Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:
100% of the teachers and instructional paraprofessionals are highly qualified at Rose Hill-Magnolia. As part of the screening process, each potential employee is required to be fully certified to be eligible for employment. A recruitment and supplement bonus is available in order to recruit highly qualified personnel.
High-quality and ongoing professional development: Teachers and other staff in school-wide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the school-wide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Balanced Literacy Training / Priority Goal 2
Sheltered Instruction Observation Protocol / Priority Goal 3
Technology / Priority Goal 4
Response to Instruction / Priority Goal 5
Strategy 1 / * Professional Development in Readers’ and Writers’ Workshop / *Continued professional development in teaching strategies for English Language Learners / *Professional development in using technology to maximize students’ development in critical thinking and problem solving skills
-Continue to provide professional development
for digital resources such as: NCWISE Owl, Waterford, SuccessMaker, Discovery Education and
other purchased digital content
-Provide professional development for teachers
and media coordinators on new
standards and new performance
appraisal instrument / *Provide professional development in the RTI Model / Hire Lead Teachers and SDE Consultant to facilitate on-going professional development
Strategy 2 / *Professional Development in analyzing student data in order to
provide individualized and small group instruction / * / *Access to Digital Teaching
and Learning Resources, Including Digital
Textbooks
-Purchase digital content, including ebooks from FolletShelf
- Purchase technological equipment / *Purchase instructional material needed to intervene with Tier 1-3 students / Substitutes needed for teacher involved in professional development during the instructional day.
Strategy 3 / Substitutes needed for teacher involved in professional development during the instructional day. / * / *
Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:
In addition to the professional development indicated above, Rose Hill-Magnolia continues to receive training in understanding the common core standards, and developing innovated ideas with the objectives. Furthermore, our teachers will continue to receive training on effective ways to deliver the common core standards, specifically with the use of the common instructional framework. During the 2013-2014 school year, we will explore Singapore math as an instructional framework to deliver the math objectives.
Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the school-wide plan must describe the strategies it will use to attract and retain highly qualified teachers.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Supportive School Climate / Priority Goal 2
Monetary Incentive / Priority Goal 3
Positive School Climate / Priority Goal 4 / Priority Goal 5
Strategy 1 / Highly effective Beginning Teacher/New Hire mentoring program / *Recruitment Bonus ($2,000) available / * Celebrate and recognize
accomplishments regularly
Strategy 2 / Instructional Coach, Mentors, Beginning teacher support staff, independent school improvement consultant and literacy consultant / * / *
Strategy 3 / * / * / *
Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the priority goals listed in this plan:
In addition to the above measures above, administration attends job fairs and works closely with our Human Resource department to seek out and recruit highly trained teachers.
Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that school-wide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Increase number of opportunities / Priority Goal 2
Parental Support/Resources / Priority Goal 3 / Priority Goal 4 / Priority Goal 5
Strategy 1 / Numerous opportunities for parent involvement, such as, reading and math nights, student performances, student-led conferences, clubs, weekend activities, ESL parent nights, and etc. / Three Curriculum Nights
ESL Parent Nights
PreK Parent Nights / *
Strategy 2 / * / *Child Family Support Team / *
Strategy 3 / * / *
Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:
Connect ed calling system is utilized to communicate with parents. Rose Hill-Magnolia is staffed with several translators. Parents are invited to events during the school day.
Plans for assisting preschool students in the successful transition from early childhood programs to local elementary school-wide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective school-wide programs capitalize on this strong start.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Orientation / Priority Goal 2
Opportunities for engagement with kindergarten students / Priority Goal 3
Vertical Data and Planning Meetings / Priority Goal 4 / Priority Goal 5
Strategy 1 / *preschool/kindergarten orientation / * Preschool classrooms are located on the elementary school campus / **Professional development and vertical meeting between PreK and Kindergarten Teachers
Strategy 2 / * Transition meetings among parents and teachers / * / *
Strategy 3 / * / *
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed in this plan:
At Rose Hill-Magnolia, five preschool classes are located on the school’s campus. Two classrooms are located in the school, while three classrooms are in a separate building located on the school’s campus. This design allows preschool students to be a part of the school’s daily events. Furthermore, the preschool teachers meet regularly to develop plans for each student’s success to kindergarten. The preschool teachers attend all after school meetings, and professional development opportunities.
Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The school-wide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Data Analysis / Priority Goal 2 / Priority Goal 3 / Priority Goal 4 / Priority Goal 5
Strategy 1 / *Monthly professional development will be provided to teachers, so they can effectively analyze formative assessment data in order to inform their instruction.
-At times, substitutes will be provided in order to complete benchmark assessments in a timely manner. / * / *
Strategy 2 / *Teachers will utilize rubrics, anecdotal notes, performance tasks, and other formative assessment data to monitor teacher effectiveness and student progress. / * / *
Strategy 3 / *Data boards, data analysis meetings with grade level and across grade levels.
-data conversation documents
- Data notebooks
- Data collection documents
- conferencing journal / * / *
Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority goals listed in this plan:In addition to our focus on the priority goals listed in this plan, our school uses the following strategies for developing teacher skills in formative assessment: Our teachers use data to drive instruction by utilizing data notebooks, per teacher, per grade level, and school data notebook. Teachers and administration meet during PLC times to develop common assessments, as well as, to analyze datafrom formative and benchmark assessments.
Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The school-wide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Response to Instruction / Priority Goal 2
Implementation of Balanced Literacy / Priority Goal 3
Summer Enrichment Program / Priority Goal 4
Technology / Priority Goal 5
Increase Math Professional Development and Resources
Strategy 1 / *Instructional material needed to address the needs of students in each of the four tiers. / Leveled text
Guided small group material / Personnel and material needed to operate the summer enrichment program / Computer-based programs such as, Waterford, successmaker, accelerated math and reading. / Increase hours of professional development in order to strengthen core curriculum and understand strategies to meet the needs of all students.
Strategy 2 / * Support Staff
-interventionist
-instructional coach
-After school program / * / * / * Support Staff
-interventionist
-instructional coach
-After school program
Strategy 3 / * / *
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:
After the analysis of a variety of assessment data, teachers accurately assess the student’s strengths and weaknesses and provide individualized instruction during the lesson. Through guided small group lessons, and individual student conferencing, teachers effectively engage students in strategies that will improve their performance. Students who have not mastered the skill receive additional time from support staff such as, a tutor, ESL teacher, or EC teacher if required. Furthermore, we have a full-time AIG teacher who provides inclusion and pullout opportunities. Our master schedule provides additional time to perform these services.
Coordination and integration of Federal, State, and local services and programs: School-wide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, school-wide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the school-wide program.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: / Priority Goal 1
Balanced Literacy / Priority Goal 2
Response to Instruction / Priority Goal 3